Author(s):
Blessy Peter, Jaya Mathew, Jasmin James, Bindu Nair, Christy Abraham, Blessy Varghese, Ashisha. C
Email(s):
bindunair526@gmail.com
DOI:
10.52711/2454-2660.2025.00010 
Address:
Blessy Peter, Jaya Mathew, Jasmin James, Bindu Nair, Christy Abraham, Blessy Varghese, Ashisha. C
Faculty of III Year B.Sc Nursing Department, Tiruvalla Medical Mission College of Nursing, Kaviyoor.
*Corresponding Author
Published In:
Volume - 13,
Issue - 1,
Year - 2025
ABSTRACT:
Recent advances in technology and an ideology have unlocked entirely new directions for education research. The flipped classroom is a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem-solving activities in the classroom. The flipped classroom method, which is also called an inverted classroom, has the potential to be an effective and beneficial method of education. Flipped classes enables instructors to engage the participants, help the stakeholders toward self-directed learning, and facilitate them toward critical thinking which will result in better understanding of the subject by promoting active learning.1 The present study aimed to assess the effect of flipped classroom on effective learning among third year BSc. Nursing students of a selected College of Nursing in Thiruvalla. The objectives of the study were to administer a teaching programme by flipped class room to experimental group, to administer conventional teaching method to control group and to assess the effect of flipped class room method on effective learning. The research approach adopted was quantitative approach. Quasi Experimental post- test design was used. The study was conducted among third year BSc. nursing students of a selected nursing college in Thiruvalla. Sample Size in experimental group was 24 and in Control group was 24. Simple random sampling technique was adopted for the study. A pilot study was conducted among 18 samples and the data collection tool showed a reliability of 0.94. The tool was validated by experts and amended accordingly before the data collection. In the study after collecting the baseline variables, the videos, images and learning material related to the topic (Brugada Syndrome) was given for experimental group before the discussion. Conventional class room teaching was provided for the control group for 30 minutes and experimental group were engaged by the discussion method for the particular topic. Post-test was conducted for both control and experimental groups. The results revealed that control group had a mean score of 24.71 and experimental group had a mean score of 27.16 which revealed that there is a significant gain in the effective learning after the administration of flipped class room than that of conventional method of teaching.
Cite this article:
Blessy Peter, Jaya Mathew, Jasmin James, Bindu Nair, Christy Abraham, Blessy Varghese, Ashisha. C. A Study to Assess the effect of Flipped Classroom on effective Learning among Third Year BSc. Nursing students in TMM College of Nursing, Thiruvalla. International Journal of Nursing Education and Research. 2025;13(1):45-8. doi: 10.52711/2454-2660.2025.00010
Cite(Electronic):
Blessy Peter, Jaya Mathew, Jasmin James, Bindu Nair, Christy Abraham, Blessy Varghese, Ashisha. C. A Study to Assess the effect of Flipped Classroom on effective Learning among Third Year BSc. Nursing students in TMM College of Nursing, Thiruvalla. International Journal of Nursing Education and Research. 2025;13(1):45-8. doi: 10.52711/2454-2660.2025.00010 Available on: https://ijneronline.com/AbstractView.aspx?PID=2025-13-1-10
REFRENCES:
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